E d u c a t i o n
Course communication. Agreement to all questions regarding course communication fell, apart from agreement that academic staff had been helpful when contacted which stayed the same across semesters. 90.00% (N=36/40) of
students agreed that they would feel comfortable asking for academic help when needed, however this is a drop of 10.00% from semester A. Understanding of assignments fell by 5.41% to 80.00% (N=32/40)
agreement. Similarly, agreement that students are given enough notice for assignments also fell by 3.75% to 90.00% (N=36/40). Agreement that students understood the safety net policy and how it will impact them is also low, with 1 in 4 (25.00%, N=10/40) students disagreeing to this question. There were no
changes to agreement rates regarding how efficiently the timetable works for students, however
agreement that students were given enough notice for timetable changes rose by 20.70% to 82.61% (N=19/23).
Teaching and learning. Satisfaction with the range of online teaching styles and materials stayed consistent across semesters.
Agreement that the quality of teaching was consistent across modules dropped by 3.58% to 73.69%
(N=28/38), and agreement that students found their modules interesting and enjoyable also dropped by
3.71% to 89.48% (N=34/38). Positively, agreement that content taught in their modules is useful and will benefit them in their future career rose by 6.10% to 94.73% (N=36/38). Personal Tutoring Framework.
Satisfaction with the personal tutoring
framework were largely positive. 9 in 10
(90.24%, N=37/41) agreement that they knew who their Personal Tutor is and how to
contact them. 85.36% (N=35/41) agreed that
they had received academic support from
their Personal Tutor this year, the highest
agreement rate of all Schools. Furthermore, 60.98% (N=25/41) of students reported
having had contact with their Personal Tutor
more than twice this year, also the highest agreement rate across the Schools.
Figure 12. Bar chart showing responses to questions regarding personal tutoring.
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